Unit Aim or Outcome: In this unit students are learning the written and visual grammar of an exposition as well the grammatical features of a multimodal text within a HSIE unit on change and continuity in their local area. They will be drawing in this information to create a multimodal text that provides information on and an argument for a chosen devlelopment proposal of a local piece of land.
Prior Knowledge: Students have analysed and constructed written expositions as well as persuasive commercial images. They should have an understanding of purpose, language and grammatical structure of exposition as well as key elements of visual texts such as colour, angle, framing and descriptive information and how these position the viewer.
Lesson Outcomes: RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting a text RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of words through language and how they use language to achieve a wide range of purposes. RS2.8 Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types
Indicators · Identifies the genre, purpose, and intended audience of a multimodal text · Identifies elements of multimodal texts and relates these to the construction of meaning · Identifies how different modes work together to create meaning · Comments on effectiveness of text using above information
Resources: Interactive whiteboard or projected computer screen, one computer per child with Internet access, Ninetndo Commercial http:www.youtube.com/watch?v=K783SDTBKmg&feature=player_embedded, Meriton Property Tour http://www.meriton.com.au/default.asp?action=article&ID=155576, YouTube Video World Vision Commercial http://www.youtube.com/watch?v=f2ne3QvLtrk, Multimodal Worksheet for each text (see Appendices 1 and 2) , Teachers guide Worksheets (see Appendices3 and 4). One computer between two students.
Lesson Outline
Introduction: (5 mins)
Viewing of Super Smash Brothers Commercial(humorous and appealing to age group)
Teacher leads discussion on viewer response to commercial.
What did we think of that ad? Did it make you want to play the game? Why? Explain that people use advertisements as a way to persuade or influence their audience. Advertisements are multimodal, i.e. they use a number of modes including linguistic (or spoken/written), visual and audio (including music and sound effects). Today we are going to look at the way designers use these modes to influence their audience, including YOU!
Note: Key words should be recorded on board
Body(50 mins)
Learning Activity 1: (20 mins) Joint Analysis of Multimodal Texts
Use Meriton Apartments Property Tour video to analyse modes and modal elements of multimodal texts and how they work together to create meaning and achieve the designers intended purpose.
Students will ……
Teacher will…
Be given a framework from which to view the video.
View the video.
Contribute to teacher led discussion on aspects of text analysis: Including the meaning, purpose and intended audience.
Identifying elements from three modes; linguistic (written and spoken), visual and audio. Discussing Multimodal features including: Modal coherence, salience and density
Use framework on worksheet to briefly outline elements and modes of multimodal texts
Read transcript of video then play video.
Guide discussion with a focus on eliciting student understanding of the concepts of multimodal text analysis using worksheet as a framework.
Learning Activity 2: (20 mins) Paired analysis of multimodal text
Students work in carefully matched pairs to analyse World Vision Commercial
Students will ……
Teacher will…
Use worksheet framework to analyse the multimodal text.
Ensure less competent students are paired up with more confident students.
Roam to provide assistance and questioning that guides students towards deeper analysis.
Learning Activity 3: (10 mins) Sharing and Comparing
Students will ……
Teacher will…
Students share findings of multimodal text 2: World Vision commercial.
Further question students to elicit missing information and understanding. As well as clarifying any misinterpretations.
Concluding strategy: (5 mins)
Review Super Smash Brothers// commercial. See if students are able to identify the main ways in which this commercial uses modes and elements to achieve its intended purpose.
Assessment: · Students worksheets · Observation of students contribution to discussion pre and post lesson. · Observation of students working in pairs.
Any special considerations or contingency plans:
Intentional paring will help allow those with low level learning difficulties to participate.
Those with higher needs should be given scaffolding in both analyses.
Use of more direct questioning: Do you think the language they are using is simple, complex or in between. Is it hard to understand?
Alternative worksheets with lower modality in terms of vocabulary could be given.
Self-reflection
Were children engaged and on task, particularly during paired activity?
Were the resources used appropriate for this learning and engaging for student?
Were students given sufficient scaffolding and support, particularly those with higher needs?
Did worksheets give a good indication of student thinking and understanding?
Did students demonstrate a change in level of understanding between task one and task two?
Was there time for each concept of multimodal texts to be understood at a level sufficient for completing the tasks or could these be better broken up into multiple lessons?
Unit Topic: Sydney: Then, Now, and Tomorrow
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting a text
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of words through language and how they use language to achieve a wide range of purposes.
RS2.8 Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types
Indicators
· Identifies the genre, purpose, and intended audience of a multimodal text
· Identifies elements of multimodal texts and relates these to the construction of meaning
· Identifies how different modes work together to create meaning
· Comments on effectiveness of text using above information
Viewing of Super Smash Brothers Commercial (humorous and appealing to age group)
Teacher leads discussion on viewer response to commercial.
What did we think of that ad? Did it make you want to play the game? Why?
Explain that people use advertisements as a way to persuade or influence their audience. Advertisements are multimodal, i.e. they use a number of modes including linguistic (or spoken/written), visual and audio (including music and sound effects). Today we are going to look at the way designers use these modes to influence their audience, including YOU!
Note: Key words should be recorded on board
Joint Analysis of Multimodal Texts
Use Meriton Apartments Property Tour video to analyse modes and modal elements of multimodal texts and how they work together to create meaning and achieve the designers intended purpose.
View the video.
Contribute to teacher led discussion on aspects of text analysis: Including the meaning, purpose and intended audience.
Identifying elements from three modes; linguistic (written and spoken), visual and audio.
Discussing Multimodal features including: Modal coherence, salience and density
Read transcript of video then play video.
Guide discussion with a focus on eliciting student understanding of the concepts of multimodal text analysis using worksheet as a framework.
Paired analysis of multimodal text
Students work in carefully matched pairs to analyse World Vision Commercial
Roam to provide assistance and questioning that guides students towards deeper analysis.
Sharing and Comparing
Review Super Smash Brothers// commercial. See if students are able to identify the main ways in which this commercial uses modes and elements to achieve its intended purpose.
· Students worksheets
· Observation of students contribution to discussion pre and post lesson.
· Observation of students working in pairs.
Intentional paring will help allow those with low level learning difficulties to participate.
Those with higher needs should be given scaffolding in both analyses.
Use of more direct questioning: Do you think the language they are using is simple, complex or in between. Is it hard to understand?
Alternative worksheets with lower modality in terms of vocabulary could be given.
Were children engaged and on task, particularly during paired activity?
Were the resources used appropriate for this learning and engaging for student?
Were students given sufficient scaffolding and support, particularly those with higher needs?
Did worksheets give a good indication of student thinking and understanding?
Did students demonstrate a change in level of understanding between task one and task two?
Was there time for each concept of multimodal texts to be understood at a level sufficient for completing the tasks or could these be better broken up into multiple lessons?